Abstract

One of the most important and vital concepts introduced in recent years into the field of organizational behavior and organizational studies is psychological capital (Luthans & Youssef, 2007). Psychological capital, as one of the forms of intangible capital, is linked to attitudes, behaviors, and performance at the individual, team, and organizational levels (Newman et al., 2014; Nguyen et al., 2024). It consists of four components: hope, optimism, self-efficacy, and resilience (Luthans et al., 2015; Setioningtyas et al., 2024). The construct of hope comprises two dimensions: (a) agency (goal-directed motivation) and (b) pathways (strategies for goal attainment). Hopeful individuals demonstrate persistence in pursuing objectives while maintaining the capacity to adapt their pathways when necessary to achieve desired outcomes (He, 2024; Snyder et al., 1991). Self-efficacy refers to an individual's belief in their capability to mobilize motivation, cognitive resources, and competencies to successfully execute specific tasks within given contexts (Bertieaux et al., 2024; Stajkovic & Luthans, 1998). Resilience is defined as the capacity to withstand adversity, overcome challenges and failures, or even navigate positive events to foster further growth (Kalman & Summak, 2017; Luthans, 2002). Finally, optimism represents a positive explanatory style wherein individuals attribute favorable events to internal, permanent, and universal causes, while ascribing unfavorable events to external, temporary, and situational factors rather than personal deficiencies (Shankland & Martin-Krumm, 2012; Seligman, 1998). Developing and enhancing psychological capital in all organizations, including educational institutions, is of great importance, as it can pave the way for improved employee performance (Wu, 2025). Therefore, the present study was conducted to identify the factors influencing the enhancement of teachers’ psychological capital and the resulting outcomes of this improvement. This study utilizes a qualitative meta-synthesis approach with an applied purpose, drawing upon existing data sources and documents to systematically integrate and interpret diverse research findings, thereby generating comprehensive insights across various domains of knowledge (Sandelowski et al., 2006; Zimmer, 2006). Recent years have witnessed extensive scholarly attention to meta-synthesis methodologies and their implementation frameworks (Paterson et al., 2001; Sandelowski & Barroso, 2007). Among these, the seven-step model developed by Sandelowski and Barroso has emerged as particularly effective for synthesizing primary research and was consequently adopted in this study to analyze the antecedents and consequences of enhancing teachers' psychological capital. The research population encompassed all relevant studies published between 2010-2025 in international databases (Scopus, ScienceDirect, Springer, Wiley Online Library, PubMed, ERIC, Sage Journals, Emerald, Elsevier, Web of Science, ResearchGate, and Google Scholar) and domestic Persian databases (SID, Noormags, Magiran, IranDoc, Civilica, and the Comprehensive Portal of Humanities) covering 2009-2024 in the Persian calendar. The search strategy employed key terms including psychological capital, teachers, antecedents and outcomes of psychological capital, factors influencing teachers' psychological capital, and effects of enhancing teachers' psychological capital. From an initial pool of 210 studies, rigorous screening identified 32 of the most relevant publications, which were subsequently evaluated for quality using the Critical Appraisal Skills Program (CASP) tool and analyzed through thematic synthesis. The findings revealed four primary categories of antecedents: individual factors (personal characteristics, personality traits, ethical commitment, coping mechanisms, mental health, self-development skills, and forms of intangible capital); organizational factors (leadership, organizational culture/climate, talent management, institutional support, managerial behaviors/attitudes, workplace interactions, empowerment programs, and school physical environment); occupational factors (job characteristics, job engagement, and teaching success experiences); and environmental factors (economic conditions/support and parent-teacher interactions). Regarding outcomes, four key dimensions emerged: individual outcomes (psychological well-being, personal growth, and moral development); organizational outcomes (enhanced workplace interactions and school effectiveness); occupational outcomes (positive job attitudes and occupational well-being); and educational outcomes (student achievement and teaching effectiveness). Methodological rigor was ensured through inter-coder reliability testing (Cohen's κ = 0.818) and validation by five qualitative research experts who reviewed and confirmed the findings after careful examination of the research process. The present study's findings provide valuable insights for educational policymakers, school administrators, and teachers themselves. By identifying the key antecedents of teachers' psychological capital enhancement, this research enhances stakeholders' understanding of the subject and supports more informed decision-making. Furthermore, by systematically categorizing the outcomes of improved psychological capital, the study highlights its critical importance for educational planners and administrators. To foster the development of teachers' psychological capital, the following evidence-based recommendations are proposed, organized according to individual, organizational, occupational, and environmental factors: At the individual level, schools should prioritize teachers' personal and professional growth through targeted interventions. This includes organizing workshops to cultivate positive psychological traits such as resilience, optimism, and hope, as well as training programs in stress management, problem-solving, and mindfulness techniques. Additionally, providing both online and in-person courses on innovative teaching methodologies and effective classroom management can further empower educators. On an organizational level, leadership development is crucial. School principals should receive training in positive and constructive leadership styles to create a more supportive work environment. Encouraging teamwork, recognizing teachers' contributions, and implementing mentorship programs for novice educators can significantly enhance job satisfaction. Moreover, upgrading school infrastructure—including well-equipped laboratories, comfortable staff lounges, and modern classroom facilities—can contribute to a more conducive work atmosphere. Regarding occupational factors, granting teachers greater professional autonomy in selecting teaching methods and involving them in school-related decision-making processes can boost their sense of agency. Excessive supervision should be minimized, while performance-based recognition—such as acknowledging achievements in teaching, research, and participation in educational initiatives—should be institutionalized to reinforce motivation. Finally, addressing environmental factors is essential for sustaining teachers' psychological well-being. This includes ensuring fair and inflation-adjusted compensation, providing comprehensive health insurance, and organizing recreational activities to promote work-life balance. Strengthening the home-school partnership through regular parent-teacher meetings can also help resolve conflicts and foster a more collaborative educational environment. The findings of the present study can provide valuable guidance for future research. Other researchers may explore the antecedents and consequences associated with students' psychological capital. Additionally, conducting a phenomenological or grounded theory study using teacher interviews could help identify key factors influencing the development of their psychological capital, thereby deepening our understanding of this subject. Furthermore, researchers could employ quantitative methods to measure teachers' psychological capital levels or utilize psychological capital as either an independent or dependent variable in their studies. However, the current study has certain limitations. While the meta-synthesis approach proved useful for identifying and prioritizing the antecedents and consequences of enhancing teachers' psychological capital, it cannot, by itself, determine the factor structure or relationships between variables, nor can it capture in-depth individual perspectives through qualitative data collection.